Date Approved

6-3-2016

Embargo Period

6-6-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Computer-assisted instruction; Learning disabled children

Disciplines

Special Education and Teaching

Abstract

The purpose of this study is to examine the effects of Google Classroom on teaching social studies for students with learning disabilities. Six 7th graders with learning disabilities, attending a resource classroom participated in the study. A single subject design with ABC phases was used to evaluate their learning outcomes in both areas of knowledge of content and vocabulary words. During the baseline, students were taught with the traditional way of using textbooks. During the intervention, students were required to complete various assignments using Google Classroom daily for 9 weeks and were assessed by unit tests and vocabulary quizzes using the Google Classroom. A survey was given to the students and teachers to evaluate their perspectives about the integration of Google Classroom into social studies instruction. The results showed that all students increased their vocabulary quiz scores but limited in their content knowledge.

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